์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
90 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Curriculum in Transformation Mode: Rethinking Curriculum for the Transformation of Education and Education Systems ๋ฐํ ์ฐ๋: 2023 ์ ์: Renato Opertti ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) Through these pages, Renato Opertti shares a series of reflections that invite us to revisit the curriculum as an opportunity and lever for societies to express their visions and aspirations. Curriculum can serve to position education as the pillar of a renewed social contract grounded on the welfare of all learners as persons and supporting societies and communities give effect to sustainable and better futures for the younger generations. To do so, we need to re-conceptualize curriculum at large: from a mere specification of frequently fragmented learning contents to its understanding as both a process and product of public policy developments in which diversity of stakeholders own and take responsibility for education as a global common good. Curriculum and pedagogy, by going hand-inhand, and supported by effective teaching, learning and assessment processes, can play a key role in fulfilling the right to education for every learner equally, according to their own individual needs. Key ideas in this book help us to rethink curriculum with future-oriented approaches, entailing a stronger involvement of younger generations in the decision-making process and a careful attention to vulnerability and disadvantaged groups. A curriculum that embraces individuality and diversity within collaborative and caring learning settings, nurtures freedom and autonomous thinking, connects meaningfully the global and the local, and assumes the hybridization of education. The book also delves into perspectives for educational transformation prioritizing the development of learnersโ foundational and transformative competencies as the barometer of a progressive curriculum. Crucially, this entails rethinking the mindsets and practices of education systems in light of the interconnected challenges posed by the Fourth Industrial Revolution, post COVID-19, generative AI and the sustainability of the planet and the world. 
Adolescents in a Changing World: The Case for Urgent Investment ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: World Health Organization (WHO) | United Nations Children's Fund (UNICEF) This report focuses on the strong returns on investment associated with investing in adolescent health and well-being. Today, adolescents make up more than 16% of the world's population. They are a demographic that is often overlooked or misunderstood. Investments in adolescents can reduce inequalities and help to protect their human rights. The economic and social returns from a wide range of investments to address adolescent well-being are significant. The report makes a compelling case for investing in adolescents, they are living in a world facing multifaceted crises, and they will be tomorrow's changemakers and leaders. The staggering cost of inaction is estimated at US$110 trillion over a period of 27 years (2024-50). That amounts to 7.7% of the total GDP of those countries included in the models, which themselves include around 80% of the world's population. Many interventions will yield high returns, including those focused on health services and multisectoral interventions, for example on SRHR, HPV, TB, myopia, education and training, child marriage and road accident prevention. This evidence base is crucial for policymakers, practitioners, researchers, educators, donors, and civil society organizations as we map the road ahead for a better and more sustainable future. Investing in adolescent health and well-being strengthens the human capital of a country, and hence a country's potential for future development and for ending extreme poverty and creating more inclusive societies. 
State of the Global Climate 2023 ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: World Meteorological Organization (WMO) The publication provides a summary on the state of the climate indicators in 2023 with sections on key climate indicators, extreme events and impacts. The indicators include global temperatures, greenhouse gas concentration, ocean heat content, sea level rise, ocean acidification, Arctic and Antarctic sea ice, Greenland ice sheet and glaciers and snow cover, precipitation and stratospheric ozone, with an analysis of major drivers of inter-annual climate variability during the year including the El Niรฑo Southern Oscillation and other ocean and atmospheric indices. The highlighted extreme events include those related to tropical cyclones and wind storms; flooding, drought and extreme heat and cold events. The publication also provides most recent finding on climate related risks and impacts including on food security and population displacement. 
Refugee Education; Five Years on from the Launch of the 2030 Refugee Education Strategy ๋ฐํ ์ฐ๋: 2024 ์ ์: Cirenia Chavez Villegas | Kate Bond ๋จ์ฒด ์ ์: UN. Office of the United Nations High Commissioner for Refugees (UNHCR) The 2024 UNHCR Refugee Education Report draws on data from more than 65 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. The report reflects on the 2030 Refugee Education Strategy (launched in 2019) and where notable progress has been made as well as areas where greater investment and enhanced collaboration are needed to meet the strategic objectives of the Strategy. 
Guidelines for Contributing to the United Nations Sustainable Development Goals ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: International Organization for Standardization (ISO) | UNDP The International Organization for Standardization (ISO) and United Nations Development Programme (UNDP) Guidelines for contributing to the Sustainable Development Goals (SDGs) offer a practical guidance on how organizations and businesses can manage and enhance their contributions to the SDGs. The guidelines draw on global expertise and best practices, complementing existing sustainability standards for aligning organizational strategies and operations with the SDGs as a whole. While other standards may address specific aspects of sustainable development, these guidelines emphasize a holistic approach and provide practical tools to enhance business performance, while at the same time optimizing the impact of all organizational activities on both people and the planet. 
[Summary] Climate Change 2021: The Physical Science Basis; Summary for Policymakers ๋ฐํ ์ฐ๋: 2021 ์ ์: Valรฉrie Masson-Delmotte | Panmao Zhai | Anna Pirani | Sarah L. Connors | Clotilde Pรฉan | Sophie Berger | Nicolas Caud | Yazhen Chen | Leah Goldfarb | Marcos I. Gomis | Min Huang | Kathy Leitzell | Elisa Lonnoy | James B.R. Matthews | Timothy K. Maycock | Trudy Waterfield | Ozlem Yelekรงi | Rucong Yu | Baohua Zhou ๋จ์ฒด ์ ์: Intergovernmental Panel on Climate Change (IPCC) The Summary for Policymakers (SPM) provides a high-level summary of the understanding of the current state of the climate, including how it is changing and the role of human influence, and the state of knowledge about possible climate futures, climate information relevant to regions and sectors, and limiting human-induced climate change. 
World Programme for Human Rights Education, Fourth Phase: Plan of Action ๋ฐํ ์ฐ๋: 2022 ๋จ์ฒด ์ ์: UNESCO | UN. Office of the Secretary-Generalโs Envoy on Youth | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) Human rights education for youth, in both formal and non-formal settings, promotes a shared sense of humanity and fosters a common understanding that all human beings are equally deserving of dignity, respect and justice. It empowers youth to fulfil their role as active citizens, to take action and uphold their human rights and those of others, and to participate meaningfully in public affairs and democratic decision-making processes.In recognition of this, the United Nations Member States launched the fourth phase (2020โ2024) of the World Programme for Human Rights Education to advance human rights education programming for youth at the national level. This focus also contributes to the achievement of the 2030 Agenda for Sustainable Development, particularly Goal 4 on Education and target 4.7, which touches upon the aims of education. 
Global Citizenship: Lessons from the Ancients (Curriculum on the Move Global, Thematic Notes No.5) ๋ฐํ ์ฐ๋: 2022 ์ ์: Conrad Hughes ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) "Curriculum On The Move" is a new UNESCO-IBE Series aim at reflecting, debating, producing and disseminating knowledge and ways forward on emerging issues in curriculum-related aspects. The Series emerges from a bottom-up approach, with teachers and students providing their perspectives and experiences on the curriculum.The goal is to rethink the way curriculum is understood and practiced via Webinars, Concept Notes and Global Debates (via Blogs, Twitter, etc.) by involving in a participatory way youth and school practitioners.Right at the centre of the mission statement of many schools, universities and organisations is the phrase โglobal citizenโ. But what does it mean to be a global citizen? 
Strengthening Social and Emotional Learning in Hybrid Modes of Education: Building Support for Students, Teachers, Schools and Families ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) This Discussion Paper focuses on the essential role of social and emotional learning (SEL) in the global movement to transform education and amplify its social, economic, environmental and personal impacts in a rapidly changing world. It explores how the mainstreaming of SEL into educational policies and practices can contribute to realizing future visions of education that are flexible, reflective, innovative, and impactful. Specifically, the Paper focuses on six topics that, as a whole, reflect global experiences in integrating and implementing SEL in its various forms both during and in the wake of the COVID-19 pandemic. Its main objective is to animate discussion on how to integrate a SEL dimension in hybrid modes of teaching and learning. This introductory overview presents the overall purpose and scope of the Paper, defines its underlying concepts and introduces the topics brought to this forum through the lenses of a diverse group of educators from Africa, the Arab States, Asia, Europe, and Latin America. 
Research Report: A Comparative Study on Hybrid Learning in Schools ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Aligned with UNESCO-IBEโs overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.